Los Angeles City Schools, CA. Div. of Career and Continuing Education. (1976). Bilingual Vocational Curriculum and Instruction Center. The Bilingual Vocational Curriculum and Instructional Center Program, initiated in the Los Angeles City Schools in 1975, was established to provide supportive services for limited English speaking students enrolled in district vocational programs. The program provides instructional aides to assist disadvantaged students in vocational classes in order to improve the educational performance and enhance the employability potential of students assisted. The program handbook was developed by teachers and designed for use by administrators, teachers, and instructional aides. It provides information in four areas: (1) background (defining bilingual education, goals, and project scope); (2) descriptions of disadvantaged vocational students (academic, social, economic, and cultural) and characteristics of the disadvantaged (attitude, education, and social); (3) the roles and delineation of roles of teachers and aides in the program; and (4) program accountability and evaluation. The handbook also provides supplementary material which includes information on audiovisual techniques, relevant laws affecting aides and teacher preparation, DHEW policy statements, and the text of the Lou V. Nichols Supreme Court Decision. Descriptors: Bilingual Students, Bilingual Teacher Aides, Disadvantaged Youth, Educational Legislation

Bureau of Indian Affairs (Dept. of Interior), Albuquerque, NM. (1975). The Year Behind Us, 1975–The Year Ahead, 1976. Goals, objectives, and accomplishments of fiscal year (FY) 1975 are presented in conjunction with goals and objectives for FY 1976 in this Office of Indian Education program report. Explications of 1976 Priority 1 and Priority 2 objectives include the following areas of concern: Priority 1 Objectives–presidential; school holding power; regulations in student records and information; publications; education information system; research projects; evaluation guidelines for contract schools; bilingual education; and Priority 2 Objectives–science curriculum bulletin; art program; bureauwide curriculum committee process; library survey; curriculum standards; Oklahoma needs assessment; early childhood education needs assessment; general information dissemination; Bureau of Indian Affairs Education Statistical Program. The 1976 divisional objectives are presented for continuing education, educational assistance, and audiovisual services. Accomplishments of FY 1975 are compared with FY 1975 goals and objectives for the Divisions of: Evaluation, Research, and Development; Continuing Education; Educational Assistance Johnson-O'Malley; Educational Assistance Title Program; School Facilities; and Educational Audiovisual Services. Excerpts from the monthly activity reports of the Indian Education Resources Center are appended.   [More]  Descriptors: Accountability, Adult Education, Agency Role, American Indians

Indian Education (1975). [National Indian Education Association Conference (6th, Phoenix, Arizona, November 11-14, 1974). "Indian Education", Vol. 5, No. 1, January 1975]. Excerpts from the discussions and presentations of the National Indian Education Association's 6th annual conference held in November 1974 are reprinted in this issue of "Indian Education." A subject index and instructions on how to obtain tape recordings of the speeches and workshop proceedings are included. Topic titles are: (1) "Tribal Control: The Bureau of Indian Affair's (BIA) Plan"; "Federal Education Legislation: Recently Passed and to Come"; "Title IV: Indian Education Act"; "Federal Programs"; "Financial Aids" (workshop); "Coalition of Indian Controlled School Boards"; "Community Schools: Concepts and Facts" (a plea for American Indian involvement in community education); "Child Development Consortium" (discussion of six teacher competency requirements); "Bilingual Education" (workshop on the responsibility of Indian peoples to preserve their languages); "Overviews: Past and Present" (Indian health care and education); "David Grant: Shaping People Up" (self-actualization); "Urban Indian Education"; "Navajo Education"; "Education Professions Development Act" (discussion of the role of institutions of learning in Indian teacher training); "National Advisory Council on Indian Education"; "Hopi Education"; and "Resolutions" (passed by the General Assembly).   [More]  Descriptors: Agencies, American Indians, Bilingualism, Career Education

Good Neighbor Commission of Texas, Austin. (1969). Texas Migrant Labor. Annual Report, 1969. Among the responsibilities of the Good Neighbor Commission of Texas are (1) a survey of conditions and (2) a study of problems related to migrant labor in Texas. This annual report of the 1969 migrant scene shows the results of that survey and study. Beginning with an overview of Texas migrant labor, which goes back several years and includes a current map of travel patterns, the report takes up Texas agricultural and migrant labor. Migrant programs are cited with descriptions of their goals and funding agencies. The Migrant Farm Labor Center in Hope, Arkansas, is described as an example of a full-service center, for the benefit of the migrant farm worker and his family. Information on alien labor and immigration is presented next and touches on legal and illegal commuting.  Current developments are discussed in terms of migrant child education, adult migrant education, migrant teacher preparation, bilingual education, housing, health, border industrialization in Mexico, and migrant economics. Trends in migration and a summary of data complete the report.   [More]  Descriptors: Agricultural Laborers, Annual Reports, Braceros, Economics

Dubin, Fraida (1970). The Sociolinguistic Dimension of "Dormitory-English". The sociolinguistic research described here was carried out in connection with the bilingual education program for Navajo children by Consultants in Teaching English (CITE) for the Navajo Agency of the Bureau of Indian Affairs. CITE's first curriculum objective is to encourage children to learn to use three distinct media: the Navajo language; the teacher's English, or "classroom English"; and "dormitory English," considered an essential "means of survival for the entering, beginning student among his peer group." A second CITE objective is to teach "detachment" towards the Navajo and English languages, an area in which the teachers' attitudes toward aides and others in the school community who speak "dormitory English" were difficult to evaluate. A special listening test of teachers' reactions was devised and carried out; results showed that degree of linguistic deviation is judged in terms of degree of education, which in turn is linked to two important aspects of the teacher aide relationship: cooperation participation and honesty dependability. Based on the results of the listening test, educational planners will have to consider whether including lessons in the CITE program which single out a variety called "dormitory English" is too high a price to pay in terms of the possible negative effect it may have.   [More]  Descriptors: American Indians, Attitude Measures, Bilingual Students, Consultants

Georgia State Dept. of Education, Atlanta. (1974). Educational Continuity of the Migrant Child. Annual Eastern Stream Conference (5th, Atlanta, Georgia, March 5-8, 1974). The Fifth Annual Eastern Stream Conference on Migrant Education met in Atlanta, Georgia, March 5-8, 1974. Conference objectives were to provide information on: teaching techniques; the Migrant Student Record Transfer System (MSRTS); program designs, plans, and communication techniques; the form, scope, nature and purpose of migrant programs; national efforts in migrant education; the need and methods of providing supportive services; recruitment needs and techniques; and the developing role of early childhood education. The speeches and discussion groups, which are briefly summarized, covered: current national efforts; career education; the NSRTS; recruitment; teaching techniques; program support; health needs; orientation for new people; program support; bilingual education; early childhood education; reading; mathematics; curriculum development; and MSRTS terminal operator and user training. A group of Eastern Stream recruiters (representing Delaware, Florida, Georgia, Maryland, New Jersey, New York, North Carolina. South Carolina, and Tennessee) held 3 meetings which produced 14 recommendations. These include placing priority on identification and enrollment systems in each State and instituting an Early Warning and Tracking System through interstate cooperation. Extensive photography depicts many of the sessions.   [More]  Descriptors: Communication (Thought Transfer), Computer Oriented Programs, Conference Reports, Discussion Groups

Varisco de Garcia, Norma; Garcia, Eugene E. (1996). Teachers for Mexican Migrant and Immigrant Students: Meeting an Urgent Need. In light of growing numbers of Mexican immigrants and other Spanish speakers in the United States, public schools must deal with shortages of certified bilingual teachers. This chapter describes efforts to address such shortages by the Office of Bilingual Education and Minority Language Affairs (OBEMLA) and other agencies of the U.S. Department of Education. In 1990, the U.S. Department of Education and the Mexican Secretariat of Public Education entered into a Memorandum of Understanding on Education, which aimed to enhance educational cooperation between the two countries and which called for a joint Border Conference on Education, held in October 1991. Following a renewal of the Memorandum of Understanding in 1993, national agreements of cooperation were concluded in the areas of teacher exchange, teacher training programs, and curriculum exchange. To advance these agreements, OBEMLA sponsored joint invitational symposia in 1994 and 1995, and OBEMLA and the University of Texas at El Paso established the Binational Initiative for Educational Development, which sponsors binational meetings to promote collaborative projects, seminars and workshops on teacher exchanges and bilingual teacher recruitment and training, and a summer institute for Mexican and U.S. educators and researchers. OBEMLA has also promoted efforts to recruit and certify foreign teachers and to develop comparable teacher education programs at U.S. and Mexican universities that will allow international transfers of credit. Other related efforts include the Border Colloquy, a series of meetings to envision the educational future of the U.S.-Mexican border region. Contains 16 references.   [More]  Descriptors: Bilingual Teachers, Educational Cooperation, Elementary Secondary Education, Foreign Countries

Flast, Florence (1974). Education Legislation in New York State: A Review of Key Issues in 1974. The Sub-committee on Legislation of the Committee on Education of the Community Service Society (CSS) focuses on education law at the local, state and federal levels. It reviewed 617 bills on education submitted to the New York State Legislature. Committee on Education of CSS reviewed only those bills which were of special interest. The Committee was particularly interested in bills relating to bilingual education. Similarly, the Society's support of school decentralization prompted interest in legislation pertaining to the governance and administration of public schools of Community School Boards. Previous policy positions in regard to education for the handicapped, students' rights, integration, pre-kindergarten and other compensatory education programs, continuing education and church-state issues in state aid to non-public schools, provided additional guidelines to the selection of bills for analysis and action. The bills on which the Committee took action are listed in the final section of this report. Included in the table of bills are brief descriptions, introductory numbers for Senate and Assembly bills, the names of legislators who introduced the bills, the type of CSS action and the final outcome. The bulk of the report describes highlights of action on education bills in the 1974 session.   [More]  Descriptors: Citizen Participation, Disadvantaged Youth, Educational Legislation, Educational Needs

Congress of the U.S., Washington, DC. House. (1994). Improving America's Schools Act, Conference Report (To Accompany H.R. 6). House of Representatives, 103D Congress, 2d Session. This report from the United States House of Representatives presents the complete amended version of the House bill to extend for 5 years the authorizations of appropriations for the programs under the Elementary and Secondary Education Act. The current reauthorization bill is known as the "Improving America's Schools Act." The first half of the report is divided into five parts. Title I–Amendments to the Elementary and Secondary Education Act (ESEA) of 1965, is the largest section. It covers 13 sections of the ESEA, which include provisions for: (1) helping disadvantaged children meet high standards; (2) professional development; (3) technology for education; (4) safe and drug-free schools and communities; (5) promoting equity; (6) bilingual education and language acquisition; (7) impact aid; (8) Native American Education; and (9) the School Facilities Infrastructure Improvement Act. Title II covers Amendments to the General Education Provision Act. Title III covers amendments to other Acts affecting education, which include the Individuals with Disabilities Education Act (also covering homeless children), and Goals 2000. Title IV covers provision for the National Education Statistics Act of 1994. Title V covers miscellaneous provisions. The remainder of the report provides a joint explanatory statement of the committee of conference as to the proposed changes to the original bill.   [More]  Descriptors: Educational Facilities, Educational Finance, Educational Improvement, Educational Quality

Bureau of Educational Personnel Development (DHEW/OE), Washington, DC. (1970). Education Professions Development Act; Facts About Programs for 1971-72; EPDA Parts B, C, D and F. This booklet contains descriptions of the programs under the Education Professions Development Act (EPDA) administered by the Bureau of Educational Personnel Development during fiscal year 1971 (July 1, 1970 to June 30, 1971). Material on each of the 14 programs includes a list of objectives, an outline of eligibility requirements for applicants and participants, brief descriptions of program characteristics, and an address to which letters of interest or inquiry may be directed. The programs are organized under four headings: (1) Programs to improve the education of children from low-income families: Career Opportunities Program, Teacher Corps, and Urban/Rural School Development Program; 2) Programs to reinforce the preparation of all educational personnel: Training of Teacher Trainers Program and Training Complexes Program; 3) Programs to help meet critical qualitative and quantitative shortages of educational personnel: Bilingual Education Program; Educational Leadership Program, Early Childhood Program, Personnel Services Staff Program, Special Education Program, Vocational Education Personnel Program, and State Grants Program; 4) Programs to meet special needs for education personnel as they arise and to develop and test solutions for those needs needs: School Personnel Utilization Program and Teacher Development for Desegregating Schools Program. Also included is the Media Specialists Program administered by the Bureau of Libraries and Educational Technology.   [More]  Descriptors: Disadvantaged Youth, Federal Programs, Teacher Education

Barlow, Earl J.; Billedeaux, Dwight A. (1970). Indian Education; Johnson-O'Malley Activities: Annual Report, 1969-1970. Information is given on Johnson-O'Malley funds provided for education of Montana's Indians during 1969-70. After a summary of such Johnson-O'Malley activities as provision of foster homes, special transportation, and home-school liaison, excerpts from Johnson-O'Malley project reports are presented (by reservation). The number of Montana Indian high school graduates and names of Indian students attending institutions of higher education through the aid of Federal funds are given. Programs involving development of school programs relating to drug abuse education, the Teacher Corps and teacher aide training, Follow Through, bilingual education, and career opportunities are also discussed. Tables provide Johnson-O'Malley administrative expenditures, Indian enrollment and attendance figures, and breakdowns of funds (by reservation). In conclusion, the report lists funds allocated through Public Law 874 and the Elementary and Secondary Education Act, as well as Johnson-O'Malley kindergarten, summer workshop, and higher education funds. Related documents are ED 041 651 and ED 041 653.   [More]  Descriptors: Achievement, American Indian Reservations, American Indians, Annual Reports

Thomas, Susan B.; Bowermaster, Janet (1974). The Continuity of Educational Development. Recent research indicates that much of the educational advantaged gained by children in intervention programs is lost once the programs end. Researchers have speculated that the cause of this phenomena may be a lack of continuity between the child's early education experiences and his subsequent experiences in school. Based on a review of recent research, this paper explores home/school continuity (the degree of similarity between the child's experiences at home and at school) and preschool/school continuity (the degree to which the transition periods of different expectations is made smooth). The different approaches to parent involvement in the home/school transition examined include home intervention (home visits, parent meetings, etc.), the use of parents as paraprofessionals, and bicultural/bilingual education programs as an example of making school more like home. The preschool/school transition is discussed in terms of the different expectations to which a child must respond, including the child's adjustment to new rules of behavior, new peers, new teachers, and the demands of different instructional approaches. Questions raised in this paper suggest that continuity may be important, but that further and more rigorous research is necessary to determine the best methods of promoting continuity.   [More]  Descriptors: Academic Achievement, Biculturalism, Cognitive Development, Developmental Psychology

Office of Career Education (DHEW/OE), Washington, DC. (1974). A Report on the Career Opportunities Program National Conference: United States Office of Education. (Dallas, Texas, March 3-6, 1974). Background information and an overview of the program of the national conference are followed by summaries of the daily proceedings. Presentations were made on the following topics: A Case for Change, Arthur A. Fletcher; The Career Opportunities Program (COP) Thrust, Samuel Proctor; and COP as Career Education, Kenneth Hoyt. Discussion sessions covered: What COP Has Done and Meant, Strategies for the Continuation of COP, and How COP Practices Can Be Related to Local Education Agency Goals. Simultaneous problem workshop sessions focused on: career lattices, field-based teacher education, the hiring of graduates, bilingual education, veterans, evaluation, working with the community, and concerns of rural and urban projects. The full text is included of an address by G. Robert Bowers, Teacher Education Redesign, followed by a summary of a panel session on fiscal linkages. The final conference resolution is appended, as are the detailed reports from four workshops which discussed strategies for the continuation of COP. Reprints from COP Notes, the conference agenda, and a list of conference participants are also appended.   [More]  Descriptors: Career Education, Career Opportunities, Conference Reports, Educational Programs

Department of Education, Washington, DC. Office of the Under Secretary. (1995). Biennial Evaluation Report. Fiscal Years 1993-1994. This biennial report is the 22nd report to the Congress on federally funded education programs and the 13th such report submitted by the Department of Education in fulfillment of a Congressional mandate. For FY 1993-94, there is information on 154 programs administered by the Department. Programs are grouped according to the administering office of the Department of Education: Office of Elementary and Secondary Education, Office of Bilingual Education and Minority Languages Affairs, Office of Special Education and Rehabilitative Services, Office of Vocational and Adult Education, Office of Postsecondary Education, and Office of Educational Research and Improvement. Available information is presented on the purpose, funding, target population, services, administration, effectiveness, management improvement strategies, and sources of information for those programs. Planned studies are briefly outlined. Overviews of postsecondary education, vocational and adult education discuss the purposes, funding, governance, services, and outcomes of the Department's major programs in these areas. Chapters describing programs have a subsection on performance indicators where such information is available. This report summarizes evaluation findings on what helps program participants to increase their achievement or improve their performance.   [More]  Descriptors: Academic Achievement, Adult Education, Compensatory Education, Educational Finance

Bureau of Occupational and Adult Education (DHEW/OE), Washington, DC. (1975). Facts About the Bureau of Occupational and Adult Education of the U.S. Office of Education. The document presents general information about the bureau's different functions and responsibilities and provides addresses and telephone numbers for the following divisions and their offices: Office of the Deputy Commissioner (Executive Office, Planning Office, Office of Consumers' Education, Office of Community Education, Metric Education Program, Manpower Development and Training Act Staff, and Comprehensive Emoloyment and Training Act Staff); Division of Occupational Planning; Division of Vocational-Technical Education (State Programs and Services Branch, Program Support Branch, and Postsecondary and Adult Occupational Program Branch); Division of Adult Education (Programs Services Branch and Program Development Branch); Division of Research and Demonstration (Research Branch, Demonstration Branch, and Curriculum Development Branch); and Division of Educational Systems Development (Urban Rural Program, Teachers for Indian Children, Bilingual Education Training Program, Career Opportunities Program, Exceptional Children's Program, Vocational Education Personnel Development, Categorical Programs, and Dropout Prevention Program). The administrative structure of the bureau is illustrated in an organizational chart which also supplies the names and telephone numbers of current program managers. It also includes a listing of 10 regional offices dealing with bureau programs.   [More]  Descriptors: Administrative Agencies, Administrator Responsibility, Adult Education, Agency Role